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Mind Lab Karen Duligall

The blog posts on this blog are my reflections on each Mind Lab session. My notes can be found in my Mind Lab folder in my Google Drive

Ethical decision-making model factors

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March 10, 2019

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Week 29 - Consider your audiences (Take action)

March 23, 2019

D uring my inquiry into the use of robotics in maths to increase engagement in maths learning, and subsequently to improve learner outcomes, I have made changes in my practice. My plan is for this change to filter down through my team to other Year 5 teachers at my school. Here I will critically reflect on my wider audiences using Rolfe’s Model of Reflection . S tep 1 - W hat L ooking at my practice within a wider, national, context I need to consider the future of education and the role of new technologies within this. Bolstad et al (2012) suggest that 21st-century learning is ‘an emerging cluster of new ideas, beliefs, knowledge, theories and practices”. Whilst their research project is now 7 years old, one of Core Educations 10 trends for 2019 is Human Capital which states that “we must keep learning and changing to acquire skills and dispositions that meet the needs of different contexts and emerging opportunities.” Essentially 21st Century Learning for 2019. S tep 2 - S o...

Week 30 Reflect on Your Evidence (Take Action)

March 23, 2019

S tep 1 : D escribe the data you have collected A s part of my inquiry, I collected data during the “Scan” phase of the Spiral of Inquiry, the aim of which was to find out how my students-to-be felt about learning particularly maths and robotics. This data was used to refine my area of further research. S ince then all of my data collection has been during the “Take Action” phase as per my Action Plan . O n a daily basis, I have been collecting quantitative data on student collaboration and engagement using tally marks on interval behaviour logs, to see if students were actively collaborating and engaged in their learning when using the Bee-bots. Qualitative data has been collected daily in the form of post-observation interviews with each of the four target students, in order to clarify the findings from the interval behaviour logs. N umber Knowledge tests were carried out before and after the teaching intervention to obtain before and after quant...

Week 27 - Examine Your Cultural Context (Take Action)

February 25, 2019

A t this stage of my inquiry, I need to reflect upon Whanaungatanga (Building relationships) specifically my interactions and communication with parents/caregivers and whanau. I plan to use Rolfe’s Model of Reflection along with the Culturally Responsive Practice for Maori Scale (CRPMS) (Asil, 2017) as the framework for my reflection. S tep 1 - W hat N ew Zealand has been identified as having one of the widest spreads of student achievement within schools which has led to Maori students being identified by the Ministry of Education as a “priority learner group”. (Asil, 2017) R ussell Bishop (2012), explains that Maori student underachievement was originally thought to be some kind of deficit in Maori people themselves. However, there is ample evidence that Maori are just as capable of being educated as other populations. Agentic teachers are the key to making a difference. According to Bishop and Berryman (2009) “they believe that all of their students can ach...

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Georgia Harris
Karen Duligall
Nick S
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collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
colleagues and other education professionals
Design for learning - Select teaching approaches resources and learning and assessment activities based on a thorough knowledge of curriculum content etc
Learning Focused Culture - Foster trust respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
Learning-focused culture - Develop a culture that is focused on learning and is characterised by respect inclusion empathy collaboration and safety.
Learning-focused culture - Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
Learning-focused culture - Develop learning-focused relationships with learners enabling them to be active participants in the process of learning sharing ownership and responsibility for learning.
Professional Learning - Be informed by research and innovations
Professional Learning - Critically examine how my own assumptions and beliefs
Professional learning - Design learning that is informed by national policies and priorities.

Professional learning - Engage in professional learning and adaptively apply this learning in practice.
Professional Learning - Inquire into and reflect on the effectiveness of practice in an ongoing way
Professional learning - Inquire into and reflect on the effectiveness of practice in an ongoing way using evidence from a range of sources
Professional learning - Seek and respond to feedback from learners colleagues and other education professionals and engage in collaborative problem solving and learning focused collegial discussions.
Professional learning: Seek and respond to feedback from learners
Professional Relationships - Actively contribute and work collegially in the pursuit of improving my own and organisational practice showing leadership particularly in areas of responsibility.
Professional relationships - Communicate effectively with others.
Professional Relationships - Engage in reciprocal collaborative learning-focused relationships
Professional Relationships - Engage in reciprocal collaborative learning-focused relationships with learners families whānau teaching colleagues support staff other professionals
Teaching - Teach in ways that enables learners to learn from one another to collaborate to self-regulate and to develop agency over their learning.
Teaching - Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
Teaching - Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Teaching - Use an increasing repertoire of teaching strategies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
Use inquiry

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